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```Mathematics Grade 1

By:

By:

Online:

< http://cnx.Org/content/collll26/l.l/ >

CONNEXIONS

Rice University, Houston, Texas

Collection structure revised: October 12, 2009

PDF generated: February 6, 2011

For copyright and attribution information for the modules contained in this collection, see p. 263.

1 Term 1

1.1 Counting 1

1.2 Space orientation 6

1.3 Recognizing differences 11

1 .4 Completing patterns 17

1.5 Many and few 19

1.6 The same number 24

1.7 Counting objects 30

1.8 Mathematics, Shapes and Patterns 40

1.9 Number Fun - 01 44

1.10 Number Fun - 02 55

1.11 Number Fun - 03 66

2 Term 2

2.1 Number Fun - Module 3-01 77

2.2 Number Fun - Module 3-02 88

2.3 Number Fun - Module 3-03 99

2.4 Number Fun - Module 4-01 108

2.5 Number Fun - Module 4-02 120

3 Term 3

3.1 Get clever with numbers - 01 133

3.2 Get clever with numbers - Module 5-02 140

3.3 Get clever with numbers - Module 5-03 150

3.4 Get clever with numbers - Module 6-01 160

3.5 Get clever with numbers - Module 6-02 172

3.6 Get clever with numbers - Module 6-03 184

4 Term 4

4.1 Number Fun - Module 7-01 193

4.2 Number Fun - Module 7-02 202

4.3 Number Fun - Module 7-03 211

4.4 Number Fun - Module 7-04 221

4.5 Number Fun - Module 8-01 227

4.6 Number Fun - Module 8-02 233

4.7 Number Fun - Module 8-03 241

4.8 Number Fun - Module 8-04 250

Chapter 1

Term 1

1.1 Counting 1

1.1.1 MATHEMATICS

1.1.2 Number Fun

1.1.3 EDUCATOR SECTION

1.1.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

lr rhis content is available online at <http://cnx.org/content/m22347/!. l/>.

CHAPTER 1. TERM 1

1.1.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.1

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

1.1.6 LEANER SECTION

1.1.7 Content

1.1.7.1 ACTIVITY: Counting [LO 1.4, LO 1.1]

• A counting rhyme:

When I was I

I could go for a walk.

When I was 2

I could eat with a fork

When I was 3

I could hop, hop, hop.

When I was L

I could stop, stop, stop

When I was 5

I could ride my bike.

When I was 6

I could go on a hike.

And now I'm 7

Hip hip hooray!

I'm off to school

To work and play

12 3^567

Figure 1.1

CHAPTER 1. TERM 1

LO 1.4

Table 1.2

I have (Count them):

block*

ggggg

bolls

cars

nnqs

stars

j&j&j&j&XZ -C? -£?

boats

books

>enals

^j^^^^s^^^^

apples

ipp

ffi

muTTins

sweets

ice creams

Figure 1.2

CHAPTER 1. TERM 1

LO 1.1

Table 1.3

1.1.8 Assessment

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers.

1.2 Space orientation 2

1.2.1 MATHEMATICS

1.2.2 Number Fun

1.2.3 EDUCATOR SECTION

1.2.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

2 This content is available online at <http://cnx.org/content/m22354/!. l/>.

1.2.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.4

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

1.2.6 LEANER SECTION

1.2.7 Content

1.2.7.1 ACTIVITY: Space orientation [LO 3.5]

• What do we know? Draw a [U+25CB]

CHAPTER 1. TERM 1

on the tree

above the tree

next to the tree

in the tree

below the tree

in front of the tree

on top of the tree

under the tree

behind the tree

Figure 1.3

• My brother and I have the same books. Draw my brother's book.

M

Figure 1.4

'J

Figure 1.5

We draw the same pictures.

10

CHAPTER 1. TERM 1

Figure 1.6

Draw the same shapes. Colour.

r

Figure 1.7

L0 3.5

Table 1.5

1.2.8 Assessment

Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in
relation to another (e.g. 'in front' or 'behind').

11

1.3 Recognizing differences 3

1.3.1 MATHEMATICS

1.3.2 Number Fun

1.3.3 EDUCATOR SECTION

1.3.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

1.3.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.6

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

3 This content is available online at <http://cnx.org/content/m22397/!. l/>.

12

CHAPTER 1. TERM 1

1.3.6 LEANER SECTION

1.3.7 Content

1.3.7.1 ACTIVITY: Recognizing differences [LO 1.4, LO 1.1]

Figure 1.8

Why do we say these are the same? What are they?

Figure 1.9

• Why are these the same?

Are these all the same? Why not?

Draw a circle around the one object that is different.

13

Figure 1.10

red

blue

yellow

green

LO 5.3

• I know my colours:

Table 1.7

14

CHAPTER 1. TERM 1

Figure 1.11

• Draw something:

big

LO 4.6

LO 5.2

small

long

short

Table 1.8

Look at the previous page. It is a picture of all the stuff in my untidy cupboard. Mummy said, "Tidy

• I will sort my things into colours. Talk about "same" and "different". Give reasons.

• Red things -draw them

• Blue things - draw them

Green things - draw them

• Yellow things -draw them

LO 5.2

Table 1.9

15

Big

Draw some of the things in the cupboard

Bigger

Biggest

Small

Smaller

Smallest

Long

Longer

Longest

Short

Shorter

Shortest

• Let's talk about. . .
how big they are

LO 4.5

Table 1.10

same size

same size

Figure 1.12

• Colour the ones that are of the same size

16

CHAPTER 1. TERM 1

Figure 1.13

LO 4.5

Table 1.11

1.3.8 Assessment

Learning Outcome 4:MEASUREMENT:The learner will be able to use appropriate measuring units,
instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Assessment Standard 4.6: We know this when the learner (additional) understands language:

4.6.1 size;

4.6.2 length.

Learning Outcome 5:DATA HANDLING :The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.');

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.

17

1.4 Completing patterns 4

1.4.1 MATHEMATICS

1.4.2 Number Fun

1.4.3 EDUCATOR SECTION

1.4.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

1.4.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.12

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

4 This content is available online at <http://cnx.org/content/m22398/!. l/>.

18

CHAPTER 1. TERM 1

1.4.6 LEANER SECTION

1.4.7 Content

1.4.7.1 ACTIVITY: Completing patterns [LO 3.2]

• Complete the patterns.

Q £

O

IS

a

a

Figure 1.14

LO 3.2

LO 3.2

Table 1.13

19

1.4.8 Assessment

Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
two-dimensional shapes and three-dimensional objects according to:

3.2.1 size;

3.2.2 objects that roll or slide;

3.2.3 shapes that have straight or round edges.

1.5 Many and few 5

1.5.1 MATHEMATICS

1.5.2 Number Fun

1.5.3 EDUCATOR SECTION

1.5.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

1.5.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.14

5 This content is available online at <http://cnx.org/content/m22399/!. l/>.

20 CHAPTER 1. TERM 1

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

1.5.6 LEANER SECTION

1.5.7 Content

1.5.7.1 ACTIVITY: Many and few [LO 5.2, LO 1.9]

• I go for a walk. I see

af \$ 4 # -k» *
% & % \$* ft £

%*\$

manu ants afewspidei

Figure 1.15

• Draw

Figure 1.16

many

Figure 1.17

a few

many

21

o

Figure 1.18

Figure 1.19

a few

&

Figure 1.20

many apples

o

Figure 1.21

a few apples

LO 5.2

Table 1.15

At my party there were

22

more boys and fewer girls

CHAPTER 1. TERM 1

Figure 1.22

I matched them.
• Match the rabbits to the carrots:

^^ O0 <^0 ^^^2%

Figure 1.23

more or fewer?

«^.

a

~6

Figure 1.24

Match:
• Draw the set with more

• Match

23

Figure 1.25

Draw the set with more

LO 1.9

Table 1.16

• Draw a group with more / fewer objects,
fewer

Figure 1.26

more
fewer

Figure 1.27

24 CHAPTER 1. TERM 1

more
fewer

£*^

Figure 1.28

more

LO 1.9

Table 1.17

1.5.8 Assessment

Learning Outcome 5:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.')

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob-
lems.

Assessment Standard 1.9: We know this when the learner uses the following techniques:

1.9.1 building up and breaking down numbers;

1.9.2 doubling and halving;

1.9.3 using concrete apparatus (e.g. counters);

1.9.4 number-lines.

1.6 The same number 6

1.6.1 MATHEMATICS

1.6.2 Number Fun

1.6.3 EDUCATOR SECTION

1.6.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

6 This content is available online at <http://cnx.org/content/m22401/!. l/>.

25

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

1.6.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.18

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

26

CHAPTER 1. TERM 1

1.6.6 LEANER SECTION

1.6.7 Content

1.6.7.1 ACTIVITY: The same number [LO 1.9, LO 1.4]

-t9

-&

same

number

Figure 1.29

Draw the same number of objects. Match them.

Figure 1.30

Figure 1.31

27

Figure 1.32

Figure 1.33

LO 1.9

Table 1.19

A problem to solve.
• How can you change these groups to make them the same number?

same number

Figure 1.34

or

28

CHAPTER 1. TERM 1

same number
Figure 1.35

• Now solve these problems.

Figure 1.36

same number

Figure 1.37

same number
• I play marbles with Ron.

29

Ron has

marbles.

I have (J) Q O O mar bles.

Figure 1.38

We have the

• Ron gets one more.

of marbles.

Ron now has I have

one more one less

Figure 1.39

• Ron gets one more again.

Ron now has I have

one more one less

Figure 1.40

LO 1.4

Table 1.20

30 CHAPTER 1. TERM 1

1.6.8 Assessment

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers
to at least 2-digit numbers.

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob-
lems.

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their
relationships, and to count, estimate, calculate and check with competence and confidence in solving prob-
lems.

Assessment Standard 1.9: We know this when the learner uses the following techniques:

1.9.1 building up and breaking down numbers;

1.9.2 doubling and halving;

1.9.3 using concrete apparatus (e.g. counters);

1.9.4 number-lines.

1.7 Counting objects 7

1.7.1 MATHEMATICS

1.7.2 Number Fun

1.7.3 EDUCATOR SECTION

1.7.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

7 This content is available online at <http://cnx.org/content/m22410/!. l/>.

31

1.7.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.21

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

1.7.6 LEANER SECTION

1.7.7 Content

1.7.7.1 ACTIVITY: Counting objects [LO 1.1, LO 1.4, LO 1.3]

1.7.7.1.1 A Counting Rhyme

One, two, three
Look at me.
Four, five, six
I build my bricks.
Seven, eight, nine
Soldiers in a line.
And here are ten
Fingers in my den.

• Count. How many...?

red marbles

Figure 1.41

blue marbles

32

CHAPTER 1. TERM 1

Figure 1.42

green marbles

(D,

®

Figure 1.43

yellow marbles

is\$r%\$>

®L J&(t

'CUP

Figure 1.44

Draw one more. Count.

LO 1.1

LO 1.4

Table 1.22

2^31^,

Figure 1.45

mice

33

ppQ-^r--

Figure 1.46

balloons

Q Q Q

Figure 1.47

trees

Figure 1.48

marbles

Cic^c^cd^ — — —

Figure 1.49

steps

Figure 1.50

34

CHAPTER 1. TERM 1

dots
• Count their steps.

Figure 1.51

Figure 1.52

• My lunch box

LO 1.1

Table 1.23

o

&

d?

m

Figure 1.53

• Ron's lunch box

35

^

6

<m

Figure 1.54

• I have...

O

one 1
one 1
one 1 (\^

Figure 1.55

• Ron has...

36

CHAPTER 1. TERM 1

Figure 1.56

Colour the blocks with one object. Write "1".

%^

®

o

3

^

\$%p

<s^

p

^>t>

j^^)

Figure 1.57

LO 1.3

Table 1.24

Tessa and I go for a walk.
• Tessa's red apples.

• My green apples.

We each have two 2 apples.
• Tessa's lunch box

37

Figure 1.58

Figure 1.59

38

CHAPTER 1. TERM 1

Figure 1.60

Puzzles to build.
• Cut, match and paste.

LO 1.3

Table 1.25

39

one 1

one 1

one 1

two 2

one 1

two 2

Figure 1.61

LO 1.3

Table 1.26

1.7.8 Assessment

Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers.

40

CHAPTER 1. TERM 1

1.8 Mathematics, Shapes and Patterns 8

1.8.1 MATHEMATICS

1.8.2 Number Fun

1.8.3 EDUCATOR SECTION

1.8.4 Memorandum

Critical and developmental outcomes:

• The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. Explore education and career opportunities; and

12. Develop entrepreneurial opportunities.

1.8.5 MODULE 1

Critical and developmental outcomes:

Pages:

CO 1

4, 5, 8, 15

CO 3

2, 3, 6, 7, 9, 10, 14, 18, 19

CO 4

4, 21

CO 7

11, 12, 13, 16, 17, 20

CO 8

16, 22

Table 1.27

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

8 This content is available online at <http://cnx.org/content/m22442/!. l/>.

41

1.8.6 LEANER SECTION

1.8.7 Content

1.8.7.1 ACTIVITY: Mathematics, Shapes and Patterns [LO 3.1, LO 2.1, LO 2.2, LO 2.3]

Mathematics and Shapes
Everything has a shape.

• This is the shape of a :

Figure 1.62

Look at them and draw those that have the shape of a:

square

Rectangle

circle

triangle

Figure 1.63

I can see a ,

42

CHAPTER 1. TERM 1

Figure 1.64

I can see a , , ,

LO 3.1

Table 1.28

1.8.7.1.1 Mathematics and Patterns

A pattern is made by drawing the same lines or shapes over and over.
Look at the patterns on Sally's skirt.

Complete the patterns for Sally.

Figure 1.65

Can you see these patterns? Complete them.

43

nDQn

Figure 1.66

Look for patterns in this number block. Write them.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

1

10

11

20

Table 1.29

LO 2.1

LO 2.2

Table 1.30

LO 2.1 LO 2.2

• Design your own attractive pattern.

• Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the

triangles

squares

rectangles

Who won?

LO 2.3

LO 3.1

Table 1.31

44 CHAPTER 1. TERM 1

1.8.8 Assessment

Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relation-
ships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes).

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Assessment Standard 2.3: We know this when the learner creates own patterns.

Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships
between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures, including:

3.1.1 boxes (prisms) and balls (spheres);

3.1.2 triangles and rectangles;

3.1.3 circles;

1.9 Number Fun - 01 9

1.9.1 MATHEMATICS

1.9.2 Number Fun

1.9.3 EDUCATOR SECTION

1.9.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

9 This content is available online at <http://cnx.org/content/m31710/!. l/>.

45

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

number concept 1 to 5;

counting activities in ones and twos to 20 and counting rhymes;

colours: purple and orange;

vocabulary: light, heavy, more, less, first and last;

shapes - circles;

completing a graph about how we come to school.

1.9.5 LEARNERS SECTION

1.9.6 Content

• Cut out the three bears on page 2 and paste them here.

Figure 1.67

46

CHAPTER 1. TERM 1

Figure 1.68

LO 1.3

Table 1.32

• Cut out.

47

Figure 1.69

LO 1.1

Table 1.33

48

CHAPTER 1. TERM 1

O •' :

* \

4 i

4 i

< <

■ -%'

- -%'

■ -%'

\J

V.*'

% *.*'

** ■ *

i

o

1* **.-'

**•"% -1- ■

1 " i

>-**

hh

fe

Figure 1.70

LO 1.3

Table 1.34

Draw three objects every time.

49

Complete.

Figure 1.71

1

two

3

2

Figure 1.72

LO 1.3

Table 1.35

50

CHAPTER 1. TERM 1

• Look at your little bear.

It is round.

Figure 1.73

Can it roll? Can it slide? Does it have corners?

• Draw many circles and colour them in.

Figure 1.74

L0 3.1

Table 1.36

51

Look for [U+F0A1] 's in magazines and paste them here.

Figure 1.75

Draw: many circles.

Figure 1.76

Colour them orange.

• Draw: few circles.

• Colour them purple.

52

CHAPTER 1. TERM 1

Figure 1.77

L0 3.1

Table 1.37

i
i m

Y

I

y:.y-T\/i i

! .

,-n k%+-

Figure 1.78

Find a picture of something that is heavy and something that is light.

53

heavy

light

Figure 1.79

Figure 1.80

LO 4.6

Table 1.38

54

CHAPTER 1. TERM 1

Figure 1.81

• Does everyone have a hat?

Figure 1.82

less

Figure 1.83

55

Figure 1.84

L0 4.5

Table 1.39

1.9.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Assessment Standard 4.6: We know this when the learner understands language.

1.10 Number Fun - 02°

1.10.1 MATHEMATICS

1.10.2 Number Fun

1.10.3 EDUCATOR SECTION

1.10.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include

°This content is available online at <http://cnx.org/content/m31714/!. l/>.

56 CHAPTER 1. TERM 1

more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;

• counting activities in ones and twos to 20 and counting rhymes;

• colours: purple and orange;

• vocabulary: light, heavy, more, less, first and last;

• shapes - circles;

• completing a graph about how we come to school.

1.10.5 LEARNERS SECTION

1.10.6 Content

• A rhyme to learn:

Five little bears
heard a lion roar
one went up too close
and then there were four.
Four little bears
climbed up a tree
one came tumbling down
and there were three.

57

Three little bears

tried to cook a stew

one cut his finger

and then there were two.

Two little bears

were sitting in the sun

one stayed there far too long

and then there was one.

One little bear

went for a run

he didn't turn back again

and now there are none.

R. Louw

LO 1.2

Table 1.40

• Count the little bears.

Figure 1.85

• Draw a circle around the first and last bear.

58

CHAPTER 1. TERM 1

in:

Draw

first

The
is __

The
is

The
is„

second

third

Figure 1.86

LO 1.1

LO 1.3

LO 1.4

Table 1.41

59

f«

l.l.

our

• *

+ ■

* • * I •

Figure 1.87

• Unpack the cases.

WWW®

5

L f

"i

our

Figure 1.88

LO 1.3

Table 1.42

60

CHAPTER 1. TERM 1

Complete your lunch box. Count in 2's.

10

«*

A

Figure 1.89

• Choose what you would like to have in your lunch box.

cookies □ sweets □ cool drink □

biltong □ fruit juice □ apple □

Figure 1.90

Fill your lunch box by pasting pictures from a magazine on it:

LO 1.2

LO 3.1

LO 5.2

LO 5.3

Table 1.43

• Make one more:

61

Figure 1.91

Draw 4 four every time.

£four

Figure 1.92

LO 1.3

LO 1.9

Table 1.44

Join all the 5c coins. Count the 5c coins 5c coins.

62

CHAPTER 1. TERM 1

Figure 1.93

5 five

5 five

5 five

5 five

Figure 1.94

LO 1.1

LO 1.3

Table 1.45

• Arrange 5 dots in a different way every time.

63

5 five

5 five

5 five

5 five

Figure 1.95

• Write:

Figure 1.96

LO 1.3

Table 1.46

64

CHAPTER 1. TERM 1

Rearrange from 1 to 5:

2

1

3

4

5

1

4

3

2

1

5

1

3

2

5

1

4

Table 1.47

• Estimate how many books there are?

• Count: books.

Figure 1.97

LO 1.1

LO 1.4

Table 1.48

• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf.

65

/A

J\

Figure 1.98

• There are

• Draw:

books on each shelf.

Figure 1.99

LO 1.3

LO 1.6

Table 1.49

1.10.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

66 CHAPTER 1. TERM 1

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forwards and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.9: We know this when the learner uses techniques

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.

1.11 Number Fun - 03 11

1.11.1 MATHEMATICS

1.11.2 Number Fun

1.11.3 EDUCATOR SECTION

1.11.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

n This content is available online at <http://cnx.org/content/m31716/!. l/>.

67

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;

• counting activities in ones and twos to 20 and counting rhymes;

• colours: purple and orange;

• vocabulary: light, heavy, more, less, first and last;

• shapes - circles;

• completing a graph about how we come to school.

1.11.5 LEARNERS SECTION

1.11.6 Content

• Sort light and heavy objects:

• Draw them below.

68

CHAPTER 1. TERM 1

Figure 1.100

Figure 1.101

light

69

Figure 1.102

• heavy

L0 4.5

LO 5.2

LO 5.6

Table 1.50

Cut out, match and paste on the following page.

70

CHAPTER 1. TERM 1

Figure 1.103

LO 1.3

Table 1.51

Match and paste in a row. Draw arms, legs, etc.

71

Figure 1.104

Complete:

LO 1.4

Table 1.52

Figure 1.105

LO 1.4

72

CHAPTER 1. TERM 1

Table 1.53

Figure 1.106

• Which numbers did Wolf catch?

o o

°o°

lo o/

Figure 1.107

73

How do I get to school?

LO 1.4

Table 1.54

■>\

^

^

5^

I'sfir^jH

jP-0 3

1

2

3

L

5

6

7

g

Figure 1.108

• Most children:

• The fewest children:

• Complete:

"

i i

if-
;Tive

3 1

tWO

5555

|

Figure 1.109

74

CHAPTER 1. TERM 1

LO 1.3

LO 5.1

LO 5.2

LO 5.5

Table 1.55

DODODODODODODOD

O
□
O
□

o

□

o

D

o

□

o

□

o

D

o

Use tops and blocks. Paint them and
print with them. Make your own
picture with circles and rectangles.

O

a

o
a
o
a
o
a
o
a
o
a
o
a
o

DODODODODODODOD

Figure 1.110

LO 3.1

Table 1.56

1.11.7 Assessment

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

75

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or
as a member of a group or team) in the classroom and school environment according to given criteria or
categories;

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects;

Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains

76 CHAPTER 1. TERM 1

Chapter 2

Term 2

2.1 Number Fun - Module 3 - 01 1

2.1.1 MATHEMATICS

2.1.2 Number Fun

2.1.3 EDUCATOR SECTION

2.1.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

lr rhis content is available online at <http://cnx.org/content/m31745/!. l/>.

77

78

CHAPTER 2. TERM 2

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;

• counting activities in ones and twos to 20 and counting rhymes;

• colours: purple and orange;

• vocabulary: light, heavy, more, less, first and last;

• shapes - circles;

• completing a graph about how we come to school.

2.1.5 LEARNERS SECTION

2.1.6 Content

• Cut out the three bears on page 2 and paste them here.

Figure 2.1

79

Figure 2.2

LO 1.3

Table 2.1

• Cut out.

80

CHAPTER 2. TERM 2

Figure 2.3

LO 1.1

Table 2.2

81

O •' :

* \

* 1

4 i

< <

■ -%'

- -%'

■ -*

\J

*«.-*'

% *.*'

** ■ *

i

o

1* **.-'

**•"% -1- ■

1 " i

* - *"

hh

fe

Figure 2.4

LO 1.3

Table 2.3

Draw three objects every time.

82

CHAPTER 2. TERM 2

^^J^

Complete.

Figure 2.5

1

two

3

2

Figure 2.6

LO 1.3

Table 2.4

• Look at your little bear.

83

It is round.

Figure 2.7

Can it roll? Can it slide? Does it have corners?

• Draw many circles and colour them in.

Figure 2.8

L0 3.1

Table 2.5

84

CHAPTER 2. TERM 2

Look for [U+F0A1] 's in magazines and paste them here.

Figure 2.9

Draw: many circles.

Figure 2.10

Colour them orange.

• Draw: few circles.

• Colour them purple.

85

Figure 2.11

L0 3.1

Table 2.6

i
i m

Y

I

y:.y-T\/i i

! .

,-n k%+-

Figure 2.12

Find a picture of something that is heavy and something that is light.

86

CHAPTER 2. TERM 2

Figure 2.13

heavy

Figure 2.14

light

LO 4.6

Table 2.7

Figure 2.15

87

• Does everyone have a hat?

Figure 2.16

less

Figure 2.17

CHAPTER 2. TERM 2

Figure 2.18

L0 4.5

Table 2.8

2.1.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Assessment Standard 4.6: We know this when the learner understands language.

2.2 Number Fun - Module 3 - 02 2

2.2.1 MATHEMATICS

2.2.2 Number Fun

2.2.3 EDUCATOR SECTION

2.2.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include

2 This content is available online at <http://cnx.org/content/m31748/!. l/>.

89

more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;

• counting activities in ones and twos to 20 and counting rhymes;

• colours: purple and orange;

• vocabulary: light, heavy, more, less, first and last;

• shapes - circles;

• completing a graph about how we come to school.

2.2.5 LEARNERS SECTION

2.2.6 Content

• A rhyme to learn:

Five little bears
heard a lion roar
one went up too close
and then there were four.
Four little bears
climbed up a tree
one came tumbling down
and there were three.

90

CHAPTER 2. TERM 2

Three little bears

tried to cook a stew

one cut his finger

and then there were two.

Two little bears

were sitting in the sun

one stayed there far too long

and then there was one.

One little bear

went for a run

he didn't turn back again

and now there are none.

R. Louw

LO 1.2

Table 2.9

• Count the little bears.

Figure 2.19

• Draw a circle around the first and last bear.

91

IH:

Draw

The
is __

The
is

The
is„

first

second

third

Figure 2.20

LO 1.1

LO 1.3

LO 1.4

Table 2.10

92

CHAPTER 2. TERM 2

f«

Li.

our

Figure 2.21

• Unpack the cases.

WWW®

5

L f

"i

our

Figure 2.22

LO 1.3

Table 2.11

Complete your lunch box. Count in 2's.

93

10

«*

A

Figure 2.23

• Choose what you would like to have in your lunch box.

cookies □ sweets □ cool drink □

biltong □ fruit juice □ apple □

Figure 2.24

Fill your lunch box by pasting pictures from a magazine on it:

LO 1.2

LO 3.1

LO 5.2

LO 5.3

Table 2.12

• Make one more:

94

CHAPTER 2. TERM 2

Figure 2.25

Draw 4 four every time.

£four

Figure 2.26

LO 1.3

LO 1.9

Table 2.13

Join all the 5c coins. Count the 5c coins 5c coins.

95

Figure 2.27

5 five

5 five

5 five

5 five

Figure 2.28

LO 1.1

LO 1.3

Table 2.14

• Arrange 5 dots in a different way every time.

96

CHAPTER 2. TERM 2

5 five

5 five

5 five

5 five

Figure 2.29

• Write:

Figure 2.30

LO 1.3

Table 2.15

Rearrange from 1 to 5:

2

1

3

4

5

1

4

3

2

1

5

1

3

2

5

1

4

97

Table 2.16

• Estimate how many books there are?

• Count: books.

Figure 2.31

LO 1.1

LO 1.4

Table 2.17

• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf.

98

CHAPTER 2. TERM 2

/A

Figure 2.32

J\

• There are

• Draw:

books on each shelf.

Figure 2.33

LO 1.3

LO 1.6

Table 2.18

99

2.2.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forwards and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.9: We know this when the learner uses techniques

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped
in particular ways.

2.3 Number Fun - Module 3 - 03 3

2.3.1 MATHEMATICS

2.3.2 Number Fun

2.3.3 EDUCATOR SECTION

2.3.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

3 This content is available online at <http://cnx.org/content/m31754/!. l/>.

100 CHAPTER 2. TERM 2

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Summer

• Human Rights: Learners can be taught to be neat and tidy.

• Inclusively: Matching to show same number - no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;

• counting activities in ones and twos to 20 and counting rhymes;

• colours: purple and orange;

• vocabulary: light, heavy, more, less, first and last;

• shapes - circles;

• completing a graph about how we come to school.

2.3.5 LEARNERS SECTION

2.3.6 Content

•

Sort light and heavy objects:

• Draw them below.

101

Figure 2.34

Figure 2.35

light

102

CHAPTER 2. TERM 2

Figure 2.36

• heavy

L0 4.5

LO 5.2

LO 5.6

Table 2.19

Cut out, match and paste on the following page.

103

Figure 2.37

LO 1.3

Table 2.20

Match and paste in a row. Draw arms, legs, etc.

104

CHAPTER 2. TERM 2

Figure 2.38

LO 1.4

Table 2.21

Complete:

Figure 2.39

LO 1.4

105

Table 2.22

Figure 2.40

• Which numbers did Wolf catch?

o o

°o°

lo o/

Figure 2.41

106

CHAPTER 2. TERM 2

LO 1.4

Table 2.23

How do I get to school?

■>\

o

^

5^

I'sfir^jH

jP-0 3

1

2

3

L

5

6

7

g

Figure 2.42

• Most children:

• The fewest children:

• Complete:

"

i i

if-
;Tive

3 1

tWO

5555

|

Figure 2.43

107

LO 1.3

LO 5.1

LO 5.2

LO 5.5

Table 2.24

DODODODODODODOD

O
□
O
□

o

□

o

D

o

□

o

□

o

D

o

Use tops and blocks. Paint them and
print with them. Make your own
picture with circles and rectangles.

O

a

o
a
o
a
o
a
o
a
o
a
o
a
o

DODODODODODODOD

Figure 2.44

LO 3.1

Table 2.25

2.3.7 Assessment

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

108 CHAPTER 2. TERM 2

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or
as a member of a group or team) in the classroom and school environment according to given criteria or
categories;

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours');

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects;

Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains

2.4 Number Fun - Module 4 - 01 4

2.4.1 MATHEMATICS

2.4.2 Get clever with numbers

2.4.3 EDUCATOR SECTION

2.4.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

4 This content is available online at <http://cnx.org/content/m31779/!. l/>.

109

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Autumn

• A healthy environment: The signs of Autum.

Activities around autumn help the learners to understand:

• ordinals to 9;

• number concept to 9;

• counting activities and counting rhyme in 5's;

• concepts of 2 more, 2 less, doubling and sharing out equally;

• before and after on the number line;

• introducing the minus sign "-";

• bonds to 6;

• the introduction of wordsums;

• shapes - squares and rectangles.

2.4.5 LEARNERS SECTION

2.4.6 Content

• Draw a nice big autumn leaf in each block.

• Colour them in.

• Cut them out and paste them.

110

CHAPTER 2. TERM 2

"X_"j

Figure 2.45

eight

Ill

Tree in autumn

Figure 2.46

• Paste 8 autumn leaves in here.

• Count all the autumn leaves.

LO 1.1

Table 2.26

• Complete the blocks with 8.

• Write "eight" next to each picture.

112

CHAPTER 2. TERM 2

en

iht

ei

ght

Figure 2.47

• Arrange eight circles in different ways.

• Colour the circles in.

OO

oo

oo
s oo

Figure 2.48

LO 1.3

LO 1.9

Table 2.27

113

Make every row 2 more.

s

Figure 2.49

• Complete the numbers on the stairs .

6 + 2 = U

5 + 2 = □

1 + 2 = □

2

i + 2 - □

2 + 2 = n

Figure 2.50

3 + 2 = □

• Complete the number sentences.

114

CHAPTER 2. TERM 2

LO 1.1

LO 1.8

LO 2.2

• Make 2 less. How many are left?

Table 2.28

666 6

kkkk

fay m#

Join the dots,
Start at I.

6.

Count in T

2 I

Draw a rinq around the

even numbers

10

2 6 Z 10

10

4 6 10

Figure 2.51

LO 1.2

LO 1.3

LO 2.2

Table 2.29

115

• A counting rhyme for you to learn.

5, 10, 15, 20,

See the creatures on the go.

5, 10, 15, 20,

Why do they hurry to and fro?

5, 10, 15, 20,

It's getting colder by the day

5, 10, 15, 20,

And they must store some food away

R.L.

• Draw the animals that are busy during autumn.

Figure 2.52

5 6

II 12

Ll 15 £

I I I I I I I I I I 1 l_J I 1 I I I L

s it :c

Figure 2.53

What comes just after 6?

What comes just before 8?

What comes between 10 and 12?.

What is one more than 5?

What is one less than 3?

What comes between 4 and 6?

LO 1.2

LO 1.4

LO 1.9

Table 2.30

116

CHAPTER 2. TERM 2

Look carefully ^jg ^^

2 minus
Means 2 takeaway |

(minus) (is equal to)

Figure 2.54

Complete:

3 - I-

/6~d\

oo
V03/

6 - I =

8 }
vp^oy

5 I =

r OBT

4 - l =

Figure 2.55

LO 1.8

Table 2.31

Complete:

117

Figure 2.56

• Take away 2 every time:

OOOO&&

OOOOO oo

^aa

A3

£TTTA3

oooo

OO

^ZT"^

A3

^aA 2 V >^

ooo

oooo ooo

^3 - 2 = .

A3

AZ^A

OOOOO

oooo oooo

~^- — *^_ s-

A3

^iii = A3>^

Figure 2.57

LO 1.8

118

CHAPTER 2. TERM 2

Table 2.32

• Colour in and count:

Copy:

nine

Figure 2.58

LO 1.1

LO 1.3

Table 2.33

Complete:

119

Arrange the numbers from 1 to 9.

Figure 2.59

8 9 7 5^23

I

8 7 L 2 3

5 6 S

Figure 2.60

• Complete:

Nine comes just after

One more than eight is.

• Back:

9

8

5

2

Table 2.34

LO 1.4

LO 1.8

Table 2.35

120 CHAPTER 2. TERM 2

2.4.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.

2.5 Number Fun - Module 4 - 02 5

2.5.1 MATHEMATICS

2.5.2 Get clever with numbers

2.5.3 EDUCATOR SECTION

2.5.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

5 This content is available online at <http://cnx.org/content/m31786/!. l/>.

121

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Autumn

• A healthy environment: The signs of Autum.

Activities around autumn help the learners to understand:

• ordinals to 9;

• number concept to 9;

• counting activities and counting rhyme in 5's;

• concepts of 2 more, 2 less, doubling and sharing out equally;

• before and after on the number line;

• introducing the minus sign "-";

• bonds to 6;

• the introduction of wordsums;

• shapes - squares and rectangles.

2.5.5 LEARNERS SECTION

2.5.6 Content

• Draw the same number of circles on the other side and count. It means to double.

Figure 2.61

122

CHAPTER 2. TERM 2

Double:

1

2

3

L

5

9 Double — Draw the circles and count.

6

OO

7

S

Figure 2.62

• Partners of 6.

LO 1.1

LO 1.9

Table 2.36

OOO e : v L

OOO s,x &

Figure 2.63

123

Figure 2.64

LO 1.3

LO 1.9

Table 2.37

• See how many ml of rain has fallen.

124

CHAPTER 2. TERM 2

Monday

Tuesday

ml.

I pour the water from
rain gauge I into this jug.

L

I pour the water from
rain gauge 2 into thisjug.

Figure 2.65

• Mark the answer that you think is right.

• Mug 3 has more water.

• Mug 4 has more water.

• Mugs 3 and 4 have the same amount of water.

• Find out how many teaspoonfuls of water it will take to get
20ml of water.

LO 1.2

LO 4.5

Table 2.38

• Complete:

125

Figure 2.66

• There are 4 swallows in the tree.

Four more come and perch there as well.
Now there are

swallows.

• Draw the tree and the swallows.

• Draw 9 circles in different ways.

OOO

ooo
ooo

Table 2.39

LO 1.8

LO 1.9

Table 2.40

Complete:

126

CHAPTER 2. TERM 2

oo oo
oooo

eight

OOQ-Q

OOOO

nine

WW

d2%

Figure 2.67

first second third fourth fifth sixth seventh eighth ninth

The

IS

The V

The^
The

The m

is

is

IS

IS

Figure 2.68

• 1 Bird has wings.

• 3 Birds have

wings.

• Draw the birds:

LO 1.2

LO 1.3

LO 1.4

Table 2.41

127

^^ S.I can add S Oa)JJ

® ® O

Figure 2.69

7

6

4

8

9

5

3

7

2

-2

-2

-2

-2

-2

-2

-2

-2

-2

5

Table 2.42

Figure 2.70

• Share the sweets equally.

128

CHAPTER 2. TERM 2

\,

Peter. 3

nmu: .

Anne: 3

\,

Thorn; _

John; .

Linda

\i

Susan:

James : ,

Figure 2.71

LO 1.8

LO 1.9

LO 2.2

Table 2.43

Halve: Divide equally. Each one gets . . .

L

Figure 2.72

• Halve:

2 4 6 8

Table 2.44

• Now halve these as well:

129

ooo
ooo"

Each one

gets

OOOO

oooo

Each one
gets

oo
oo

Each one
gets

oo

Each one
gets

Figure 2.73

LO 1.6

Table 2.45

Figure 2.74

Here is a block.

Stand in front of the block .

Draw all around the edges of the block.

Draw the shape here.

This shape is called a SQUARE.

130

CHAPTER 2. TERM 2

Figure 2.75

• Look at the.

ecjhoek

en die vier

kant

Figure 2.76

Discuss:

• Are they the same?

• How do they differ?

Colour in the squares only.

□

o
O

□o

Figure 2.77

LO 3.1

LO 5.2

Table 2.46

131

2.5.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assesseringstandaard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours').

132 CHAPTER 2. TERM 2

Chapter 3

Term 3

3.1 Get clever with numbers - Ol 1

3.1.1 MATHEMATICS

3.1.2 Get clever with numbers

3.1.3 EDUCATOR SECTION

3.1.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

lr rhis content is available online at <http://cnx.org/content/m31789/!. l/>.

133

134

CHAPTER 3. TERM 3

12. develop entrepreneurial opportunities.

• Integration of Themes: Winter

• A healthy environment: Clean water.

• Inclusively: Water for everyone.

• Human Rights: Everyone's right to use the source - water.

Activities around winter help the learners to understand:

number concept to 10;

counting in fives, twos and threes;

concept of +4 and -4;

doubling and halving;

sharing out equally;

bonds to 8;

word sums;

shapes - circle, triangle, square and rectangle;

money;

direction;

measuring length with thumbs;

graphs.

3.1.5 LEARNERS SECTION

3.1.6 Content

• Count the umbrellas.

• Colour them.

10
ten

Figure 3.1

• Fill in:

135

00000 000

s

eight

000 000
000

nine

<^s<?P> <^ <£& <2^

li % fjr % lb

<^<2^> <2^ <2^ <Z^

la m &» 5s «>

10

eight

6 6 6 6 6 ^) 6

7

Figure 3.2

Walk to school with me:

L0 1.1

L0 1.3

Table 3.1

o

^>

<HD

O

<iD

Figure 3.3

136

CHAPTER 3. TERM 3

LO 1.7

Count:

Table 3.2

5 >*N ^T-yyg

X

•f^< *\ /

&ZS3b

PngB B[T| 1

Figure 3.4

• Double the number of houses

• Halve the number of windows

• umbrellas ; 2 blow away umbrellas remain behind.

• shoes = pairs.

• Six children have eyes.

LO 1.7

LO 1.9

Table 3.3

Use Os, | |s and

s to build a picture of your own.

Figure 3.5

137

Figure 3.6

• The fence around the school looks like this:

X

X

X

z^ x

Figure 3.7

• Make it longer.

Figure 3.8

• This shape is a triangle. A triangle has corners.

How many triangles can you find in the fence?

138

CHAPTER 3. TERM 3

triangles.

• Colour the triangles. Use a different colour for each one.

LO 2.1

L0 3.1

Table 3.4

Di

Only use Q s, O s anc l /Vs.

Only use \^s and /\'s.

Look for pictures that show a /\and paste them in this space.

Figure 3.9

LO 2.3

LO 3.1

Table 3.5

Complete the number sentences.

139

Figure 3.10

• Use counters or draw a picture. There are 7 apples on the tree. I pick 3 Now there are
apples.

• You have six apples. Put an equal amount in each of two baskets. Each basket has
apples.

• John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. John picks 3 apples. Peter picks 3
apples. Charley picks 3 apples apples in the basket.

LO 1.7

LO 1.9

Table 3.6

3.1.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

140 CHAPTER 3. TERM 3

Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes);

Assessment Standard 2.3: We know this when the learner creates own patterns;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

3.2 Get clever with numbers - Module 5 - 02 2

3.2.1 MATHEMATICS

3.2.2 Get clever with numbers

3.2.3 EDUCATOR SECTION

3.2.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Winter

• A healthy environment: Clean water.

• Inclusively: Water for everyone.

• Human Rights: Everyone's right to use the source - water.

2 This content is available online at <http://cnx.org/content/m31790/!. l/>.

141

Activities around winter help the learners to understand:

number concept to 10;

counting in fives, twos and threes;

concept of +4 and -4;

doubling and halving;

sharing out equally;

bonds to 8;

word sums;

shapes - circle, triangle, square and rectangle;

money;

direction;

measuring length with thumbs;

graphs.

3.2.5 LEARNERS SECTION

3.2.6 Content

• Friends of 7

Figure 3.11

• Complete:

+ 4 =

6 + 1 = ....
2 + 5 = ....

7 + = ....
5 + 2 = ....

7- 1 =

7-6 =

7-5 =

7-2 =

7-4 =

142

CHAPTER 3. TERM 3

LO 1.7

LO 1.9

Table 3.7

• Breaking up 7:

7 = 1 + 6

7 = +

7 = +

7 = +

7 = +

7 = +

7 = +

• Climb to the top of the tree. Pick the apples.

7-7 =

Figure 3.12

Complete the number sentences.

LO 1.7

LO 1.9

Table 3.8

Divide equally:

143

V •• q

/""•"\ f^*~\ f^\

• • • • •
• •

• • • • •

-6b

• • • •

# • • •

]-00

• • •

• • •

>ooo

Figure 3.13

• Find the prices of 3 products in a newspaper. Paste them here.

Figure 3.14

Which product is the most
expensive?

v

continued on next page

144

CHAPTER 3. TERM 3

• Which product is the
cheapest?

X

• Use a pocket calculator to
find out what it will cost to

• R

Table 3.9

LO 1.6

LO 1.5

Table 3.10

carrot

pumpkin

peas sweet potato

1

2

3

L

5

6

7

S

9

K>

Figure 3.15

• What we like more

• What we like less

• What we like least

• Write your own sums of 7:

• Use - and +

145

Figure 3.16

L0 5.5

LO 1.7

Table 3.11

Figure 3.17

146

CHAPTER 3. TERM 3

Estimate how many sums you have to do before you can eat the fruit?

• Count the sums

• Did you estimate correctly? Yes or No.

sums.

sums.

• Here you have one apple.

LO 1.7

Table 3.12

Figure 3.18

• I cut it in half.

Figure 3.19

Now I have

• Do the same with:

halves.

147

one pear

ves

hal

Ives

ves

Figure 3.20

Two halves are equal to whole.

LO 1.9

Table 3.13

• Colour these shapes and cut them out.

• Fold them in half.

• Cut along the fold.

• Paste them alongside each other.

148

CHAPTER 3. TERM 3

Figure 3.21

LO 1.9

• What do you notice?

Table 3.14

halves are equal to one whole.

LO 1.9

Table 3.15

Fill in the numbers: Begin with 2, 4,

149

i 6

32

26

Figure 3.22

• One pumpkin costs R4,00.

• Two pumpkins cost R

• Three pumpkins cost R

• How much do I pay if I buy the following?

3 apples at R5,00

1 pumpkin at R4,00

2 oranges at R1,00

The total price of everything is R

LO 1.5

LO 2.2

Table 3.16

3.2.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

150 CHAPTER 3. TERM 3

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.

3.3 Get clever with numbers - Module 5 - 03 3

3.3.1 MATHEMATICS

3.3.2 Get clever with numbers

3.3.3 EDUCATOR SECTION

3.3.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

3 This content is available online at <http://cnx.org/content/m31792/!. l/>.

151

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Winter

• A healthy environment: Clean water.

• Inclusively: Water for everyone.

• Human Rights: Everyone's right to use the source - water.

Activities around winter help the learners to understand:

number concept to 10;

counting in fives, twos and threes;

concept of +4 and -4;

doubling and halving;

sharing out equally;

bonds to 8;

word sums;

shapes - circle, triangle, square and rectangle;

money;

direction;

measuring length with thumbs;

graphs.

3.3.5 LEARNERS SECTION

3.3.6 Content

• Estimate and count.

Figure 3.23

152

CHAPTER 3. TERM 3

• Estimate

• Count —

• Halve: 10 12

• Double: 3 6

LO 1.1

LO 1.9

Table 3.17

Use uour thumb to measure

mu thumb

D

thumbs

thumbs

, thumbs

Figure 3.24

• The longest one is thumbs.

• The shortest is thumbs.

Complete:

153

Figure 3.25

LO 1.7

L0 4.5

Table 3.18

lA2A3/UA5A6A7/(8)

Figure 3.26

• Breaking up 8:

= 1 + 7

8 = +

8 = +

8 = +

8 = +

8 = +

8 = +

• Throw the dice for partners of i

154

CHAPTER 3. TERM 3

1+7 = 8

3 + .

J o o

L + .

6 +

V

= 8

.. =8

e

.. =8

2 +

5 +

o O

o°o|
o 0j

7 +

= 8

= s

= g

Figure 3.27

LO 1.9

Table 3.19

• What is

He walks to the left.

She walks to the right.

Figure 3.28

155

9 I walk to the office. J \

I turn to the ggfH ft

(leftornqht?) ■ 7 <rft

D my classroom

9 I walk to the Grade 2 classroom. i i tof^

I turn to the ^>-^^S>

TL T * ssr? q r

I hen 1 turn |r^< wpo™|

Use arrows to show how you Gr3 | i_j \

go to the Grade 3 classroom. I ~0 V J \

turn... at the second gg) ft r^^

passage. Then I turn |m,jcio S5 r omj

Figure 3.29

LO 3.6

Table 3.20

• Take an orange:

• Peel it carefully. Estimate and count the sections.

estimate.

count.

• Complete the number sentences.

3 + 4 =

5 + 3 =

6 + 2 =

8 + =

7+ 1 =

4 + 2 =

1 + 5 =

1 + 3 =

7-2 =

7-6 =

8- 1 =

8-2 =

6-4 =

6-2 =

5-3 =

5-2 =

156

CHAPTER 3. TERM 3

LO 1.7

Table 3.21

• Count in 3s:

• Complete the sums with

b6 £) 66 *%}

•o W &®Q ^

+ 1 = 8) [... + 3 =

[... + 2 = 8)V?" 5 = "7 I5-7 = ..J

Figure 3.30

• Before 8 we have

• After 8 we have

• Between 9 and 7 we have

• Double 8

• Halve 8

LO 1.2

LO 1.7

Table 3.22

157

Figure 3.31

• What comes before:

11

12

10

9

8

• What comes after:

11

12

10

7

6

LO 1.2

LO 1.4

LO 2.2

Table 3.23

Quick thinking:

158

CHAPTER 3. TERM 3

6 \

3 \\

+L

7

/

/

V

Figure 3.32

6 + 4 =

3 + 4 =

2 + 4 =

1 + 4 =

5 + 4 =

l0 \

\

<k\

-L

7

/

/

/

(/

Figure 3.33

6-4 = .
7-4 = .

8-4 = .
9-4 = .
10-4 =

159

Figure 3.34

• One bag of flour weighs 2 kg.

• Alt All of the bags together weigh

kg.

LO 1.7

Table 3.24

• We cook soup:

• One cup of soup costs 50c.

• I sell 2 cups of soup.

• IgetR

• I sell 4 cups of soup.

• IgetR

• We bake pancakes.
One pancake costs 20c.

• I sell 2 pancakes. Now I have
I sell 3 more pancakes for

• Now I count all my money.

Soup R

pancakes R

Altogether I have R

LO 1.5

Table 3.25

160 CHAPTER 3. TERM 3

3.3.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;

Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a
member of a group or team) to move or place self within the classroom or three-dimensional objects in
relation to each other;

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assesseringstandaard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.

3.4 Get clever with numbers - Module 6 - 01 4

3.4.1 MATHEMATICS

3.4.2 Get clever with numbers

3.4.3 EDUCATOR SECTION

3.4.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the

4 This content is available online at <http://cnx.org/content/m31796/!. l/>.

161

number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Signs of spring

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.

• Inclusively: Everyone needs plants and animals in order to survive. Discuss

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.

Activities around signs of spring help learners to understand:

• number concept to 11;

• counting in twos, threes and fives;

• counting backwards;

• bonds to 10;

• ten and a number;

• +4 and -4;

• doubling, halving and sharing;

• train sums;

• shapes - oval;

• capacity - litre;

• measuring distance.

3.4.5 LEARNERS SECTION

3.4.6 Content

• Count the berries

162

CHAPTER 3. TERM 3

Figure 3.35

• There is a mouse in my house!

• Determine which mouse has run the furthest.

• Mark it like this: y/.

• Determine which mouse is closest to the hole. Mark it like this: X.

• What will you use to measure the distance?

n_

Figure 3.36

LO 1.1

L0 4.5

Table 3.26

163

Count :-

Figure 3.37

There are donkeys in the field.

There are legs.

There are ears.

There are eyes.

There are tails.

Count: 4, 8, , 20.

• Complete:

LO 1.1

LO 1.8

LO 2.2

Table 3.27

Complete the numbers up to 20.

164

CHAPTER 3. TERM 3

A/V

Figure 3.39

Write the number name for:

comes before 10
. ... comes before 8
. ... comes before 13
. ... comes before 15
. ... comes before 12
. ... comes before 11
. ... comes before 20
. ... comes before 17

3 three

4

10

6

7

8

1

9

3

2

5

2

Table 3.28

• Divide equally:

S=

3 —

2. 1,JI

rfe

1§T®

Figure 3.40

LO 1.3

LO 1.4

LO 1.6

LO 1.9

165
Table 3.29

• There are 3 chickens in the run.

• Each one lays 3 eggs.

• Now there are eggs.

• There are 12 eggs in one dozen.

• There are eggs in half a dozen..

• Count backwards:

®@ooo

Figure 3.41

• The shape of this egg is an oval.

Figure 3.42

oval

• Colour in each oval.

166

CHAPTER 3. TERM 3

Complete the bonds of 9.

Figure 3.43

LO 1.2

LO 1.7

LO 3.1

Table 3.30

9 = + .

9 = + .

9= + .

9 = + .

9 = + .

9= + .

9= + .

9= + .

Figure 3.44

LO 1.8

Table 3.31

167

Figure 3.45

1+ [ ]»<J

8 +

= <?

L+\ZJ^

3 +

= 9

2+ n=s

6 +

= S

7+ =S

Figure

3.46

5 +

= S

LO 1.8

Table 3.32

• The mouse is looking for a piece of cheese:-

Figure 3.47

168

CHAPTER 3. TERM 3

Figure 3.48

Figure 3.49

• Each bottle contains 1 £ of milk.

There are £ of milk altogether.

• I drink 2£ .

Now there are £ left.

• 1 £ of milk costs R2.00.

I pay R for 6 £ of milk.

LO 1.8

LO 1.5

LO 4.6

Table 3.33

• Train sums:

169

yb +3 9- 2 B-'Q + ^

Figure 3.50

3+£-2=
3 + £-l =
2+L-2=
2+2+3=

6 + 1-4- =
6+2-£=
9-3-3=

8-Z.-2-

Draw a picture. Use only 0's D's A s and I | 's.

Figure 3.51

LO 1.8

L0 3.1

Table 3.34

170

CHAPTER 3. TERM 3

9 There are 6 eggs in the pan.

Jo

9 I get and Peter gets

9 Divide:

6 eggs among Peter, John and James.

o ' o

o o o

Each one gets e 33 s -

9 Divide 12 eggs among 6 children.

O Q O Q O O

O O O O O O

Each o ne gets e ggs.

© Divide ^ eggs among 3 children.

ooooooooo

Eac h one gets e 99 s *

Figure 3.52

Think quickly.

LO 1.6

Table 3.35

7

8

9

6

3

2

1

4

5

+4

11

Table 3.36

Complete:

Table 3.37

171

7

8

9

10

4

5

7

6

8

11

-4

Figure 3.53

LO 1.8

Table 3.38

3.4.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forward and backwards in;

172 CHAPTER 3. TERM 3

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures;

Assessment Standard 4.6: We know this when the learner is introduced to the litre.

3.5 Get clever with numbers - Module 6 - 02 5

3.5.1 MATHEMATICS

3.5.2 Get clever with numbers

3.5.3 EDUCATOR SECTION

3.5.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

5 This content is available online at <http://cnx.org/content/m31797/!. l/>.

173

Critical and developmental outcomes:
The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Signs of spring

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.

• Inclusively: Everyone needs plants and animals in order to survive. Discuss

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.

Activities around signs of spring help learners to understand:

• number concept to 11;

• counting in twos, threes and fives;

• counting backwards;

• bonds to 10;

• ten and a number;

• +4 and -4;

• doubling, halving and sharing;

• train sums;

• shapes - oval;

• capacity - litre;

• measuring distance.

3.5.5 LEARNERS SECTION

3.5.6 Content

• Complete:

174

CHAPTER 3. TERM 3

Figure 3.54

4,8,

-,20,

•,32,

40.

LO 1.7

LO 1.8

LO 2.2

Table 3.39

• Take a lc, 2c and 5c coin and rub them off here with your pencil.

• What do you see on all three coins?

Figure 3.55

• Take a 10c, 20c and 50c coin and rub them off here with your pencil.

• What do you see on all three coins?

175

Figure 3.56

• In my purse I have:

Figure 3.57

Figure 3.58

176

CHAPTER 3. TERM 3

Figure 3.59

Figure 3.60

LO 1.5

Table 3.40

177

Figure 3.61

5

4

3

1

8

purple

black

yellow

red

brown

Table 3.41

Figure 3.62

178

CHAPTER 3. TERM 3

Figure 3.63

How many flowers?
Double them

• Double:

LO 1.2

LO 1.8

LO 1.9

Table 3.42

Figure 3.64

• Halve:

179

Figure 3.65

Complete:

2

3

6

4

7

8

+2

+3

+4

Table 3.43

6

8

9

10

7

5

-2

-3

-4

Table 3.44

LO 1.8

LO 1.9

Table 3.45

Count in 2's.

180

CHAPTER 3. TERM 3

• » # • •

13

<\$®&%T

2 t

Figure 3.66

Count:

10^

g-

*£3tf

C

Figure 3.67

181

10^

&£

r

Figure 3.68

• Write the bonds of 10.

Figure 3.69

LO 1.8

LO 1.9

Table 3.46

Write the bonds of 10.

182

CHAPTER 3. TERM 3

Figure 3.70

Complete:

10 = ....
10 =
10 =
10 =
10 =
10 =
10 =
10 =

+
+
+

• Count: 1, , 3, , , , 7,

• comes after ten 11 eleven 11

•i i

10, 11.

LO 1.2

LO 1.8

Table 3.47

• In which order does the seed grow?

183

'"?■ %:':■ '■'■

\$-

Figure 3.71

• Complete:

12 = 10 +

13 = 10 + . .

14 = 10 + . .

15 = 10 + ..

16 = 10 + . .
17= 10 + ..

18 = 10 + . .

19 = 10 + . .

1

2

3

4

5

6

7

8

9

10

+10

Table 3.48

LO 1.9

LO 4.2

Table 3.49

3.5.7 Assessment

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.2: We know this when the learner counts forward and backwards in;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

184 CHAPTER 3. TERM 3

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).

3.6 Get clever with numbers - Module 6 - 03 6

3.6.1 MATHEMATICS

3.6.2 Get clever with numbers

3.6.3 EDUCATOR SECTION

3.6.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Signs of spring

6 This content is available online at <http://cnx.org/content/m31799/!. l/>.

185

• A healthy environment: Learners are made aware of plant and animal life in nature and how they need
to care for these. The origins of life in nature can also be discussed.

• Inclusively: Everyone needs plants and animals in order to survive. Discuss

• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be
responsible for odd jobs at home and earn their pocket money.

Activities around signs of spring help learners to understand:

• number concept to 11;

• counting in twos, threes and fives;

• counting backwards;

• bonds to 10;

• ten and a number;

• +4 and -4;

• doubling, halving and sharing;

• train sums;

• shapes - oval;

• capacity - litre;

• measuring distance.

3.6.5 LEARNERS SECTION

3.6.6 Content

• The story of eleven.

Figure 3.72

The number name of is eleven.

11 comes before

11 comes after

11 is one less than

11 is one more than

11 is between and

186

CHAPTER 3. TERM 3

SN^^

9 + 2 = 11

io ^m

8

10 +

; +

7 +

6 +

= 11

11

= 11

11

Figure 3.73

LO 1.4

LO 1.7

Table 3.50

• Quick quizzi-
ng 1 = 11

10 + 2 =

10 + 3 =

10 + 4 =

10 + 5 =

10 + 6 =

10 + 7=

10 + 8 =

• Complete the bonds of 10.

187

S+_ 7+_

Figure 3.74

• Count:
3,6,

-,15,

.,24,

., 30.

LO 1.7

LO 1.8

LO 2.2

Table 3.51

188

CHAPTER 3. TERM 3

9 There are 3 eggs in each nest.
There are e 99 s *

3 + 3= A

9 There are 2 eggs in each nest.

There are e 99 s -

2+2+2-A

® There are L chicks in each nest.
There are chicks.

L+L=A

9 There are 3 chicks in each nest.
There are chicks.

3+3+3=A

Figure 3.75

4 + 4 + 4 =

3 + 3 + 3 =

2 + 2 + 2 =

5 + 5 + 5 =

4 + 4 =

3 + 3 =

2 + 2 =

5 + 5 =

6 + 6 =

LO 1.7

Table 3.52

3 + 3 + 1 = ...
4 + 4-2 =

189

6 + 6-2 -
5 + 5-2 -
3 + 2-2 -
8 + 1-3 --
6-2 + 3 -
6-4 + 3 -

7 + 2-1 --
9- 1 -2 =
10-2-2
9-3-5 =
6-3 + 2 =
7+ 1-1 =

8 + 1 + 1
7 + 2-4 =

• Double:

Figure 3.76

• Halve:

Figure 3.77

190

CHAPTER 3. TERM 3

Count in 5's:

LO 1.8

LO 1.9

LO 1.10

Table 3.53

Figure 3.78

• Do the magic square of 10.

10

3

5

2

2

Table 3.54

Find pictures that look like a triangle. Paste them here.

191

Figure 3.79

LO 1.2

LO 1.8

LO 3.1

Table 3.55

3.6.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.2: We know this when the learner counts forward and backwards in;

Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Assessment Standard 1.10: We know this when the learner explains own solutions to problems.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

192 CHAPTER 3. TERM 3

Chapter 4

Term 4

4.1 Number Fun - Module 7 - 01 1

4.1.1 MATHEMATICS

4.1.2 Number Fun

4.1.3 EDUCATOR SECTION

4.1.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

lr rhis content is available online at <http://cnx.org/content/m31804/!. l/>.

193

194 CHAPTER 4. TERM 4

12. develop entrepreneurial opportunities.

• Integration of Themes: Spring

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.

• Human Rights: Learners should be protected against poisons.

Activities around spring in nature:

• counting to 50 and to 100;

• counting back from 38;

• counting in l's, 2's, 3's, 4's, 5's and 10's;

• number concept 1 to 17;

• bonds to 9, incidentally to 12;

• +5 and -5;
shapes - characteristics of cubes, blocks and spheres;
position changes shapes;

time: days of the week, today, yesterday and tomorrow;
wordsums with money.

Learners must listen carefully to the poem. Ensure that they can say the names of the days in the correct
order. Ask questions about the activities that describe each day in the poem.

They need to cut out the names of the days of the week, ordinals and pictures on p. 2 and paste them
in the correct spaces as directed on the clock on p. 3.

The completed clocks can be mounted on cardboard. String can be threaded through the holes and the
clocks can be displayed in the classroom.

4.1.5 LEARNERS SECTION

4.1.6 Content

• Listen to the poem.

•

Listen again and say the poem together.
Decorate the page.

Sunday is the first day.
of every week,
of every year.

The second day is Monday.
wake up early so
and off to school we go.
The third day is Tuesday.
porridge for me and you
and some fruit juice too.
The fourth day is Wednesday.
and dish up some pie!
The fifth day is Thursday.
the sun will shine
the day is fine.
The sixth day is Friday.
there's a cake to bake
for goodness sake!

195

And then its the seventh day

it's Saturday.

no school today!

Sunday, Monday and Tuesday

Wednesday, Thursday and Friday.

SA-TUR-DAY!

G.J.M.HIP - HIP - HOORAY!

LO 4.2

Table 4.1

4.1.6.1 My clock for the week

• Cut out.

• Paste.

• Listen again to the poem so that you will know where to paste the pictures.

• Decorate your clock with pretty patterns.

Monday

Wednesday

Friday

Saterday

Tuesday

Thursday

Sunday

first

third

second

fourth

sixth

seventh

nth

196

CHAPTER 4. TERM 4

4.1.6.2 My clock for the week

Figure 4.1

LO 4.2

LO 5.5

Table 4.2

• Complete the following sentences.

1 . Today is

2 . Tomorrow is

3. Yesterday was

4 and are weekend.

5. There are days in a week.

6. The first day of the week is

7. The last day of the week is

8 comes after Monday.

9 comes after Thursday.

10 comes before Monday.

11 comes before Thursday.

LO 4.2

L0 4.3

Table 4.3

197

4.1.6.3 My clock for the day

Figure 4.2

Draw your own pictures to match the time of day /night.

LO 4.1

Table 4.4

• Follow the path of the bee to every flower.

• Count the flowers.

• Write the number and number name.

198

CHAPTER 4. TERM 4

12 twelve

Figure 4.3

LO 1.1

LO 1.3

Table 4.5

Complete the sentences

1. 12 comes after

2. 12 is one more than.

3. 2 more than ten is....

4. 2 less than 12 is

• Here are flowers .

199

Figure 4.4

• Halve the 12 flowers.

The half of 12 is

• Here are flowers .

Figure 4.5

Draw the same number. (Double.)

r\,o

Figure 4.6

12 doubled is.

LO 1.3

LO 1.4

Table 4.6

200

CHAPTER 4. TERM 4

• I have 12 doves.

• Here they are.

Figure 4.7

Some fly to their nests. How many stay outside?

&S &X

TT4

10

lil^HS

n

7

12

ns=us

8

• Write the sums to make 12.
10 + 2 = 12

Figure 4.8

LO 1.7

Table 4.7

201

• Think with dice.

F^ ^

Mi^J

FV^ I?

5=..

3+3 =

Figure 4.9

• Write the number sentences and the answers.

R^X p^ZX ^v

* X^ ^

^t

F^

1» »

F^*

F^ F^

• •

F^

M^

FP^ F^

^4U

^^k I^V^x Fv^

M!

• •

•

F?%

• »

Ms_s,

Figure 4.10

• Count:
3+ 3 , 6+ 3 ,

36

202 CHAPTER 4. TERM 4

LO 1.2

LO 1.7

Table 4.8

4.1.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.2: We know this when the learner counts forward and backwards in;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.1: We know this when the learner describes the time of day using vocabulary
such as 'early', late morning', 'afternoon' and 'night';

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.

4.2 Number Fun - Module 7 - 02 2

4.2.1 MATHEMATICS

4.2.2 Number Fun

4.2.3 EDUCATOR SECTION

4.2.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the

2 This content is available online at <http://cnx.org/content/m31825/!. l/>.

203

number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Spring

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.

• Human Rights: Learners should be protected against poisons.

Activities around spring in nature:

counting to 50 and to 100;

counting back from 38;

counting in l's, 2's, 3's, 4's, 5's and 10's;

• number concept 1 to 17;

•

bonds to 9, incidentally to 12;

• +5 and -5;

•

shapes - characteristics of cubes, blocks and spheres;

• position changes shapes;

• time: days of the week, today, yesterday and tomorrow;
wordsums with money.

•

4.2.5 LEARNERS SECTION

4.2.6 Content
4.2.6.1 Sums in the sun

• Work with a friend.

204

CHAPTER 4. TERM 4

Complete.

Figure 4.11

Figure 4.12

Count backwards.

38, 36,

22

LO 1.2

LO 1.8

LO 2.2

Table 4.9

4.2.6.2 Build triangles with numbers

• Bonds of 8 are ....

205

Figure 4.13

Bonds of 9 are ....

• Complete.

Figure 4.14

Figure 4.15

LO 1.2

LO 1.8

Table 4.10

206

CHAPTER 4. TERM 4

4.2.6.3 Mom's birthday

Figure 4.16

• Mom has red roses. Two break off.

Now there are roses left.

• She has roses left over. She gives three away.

Now there are only roses left.

• Would you like to draw the roses?

LO 1.9

Table 4.11

• Work with a friend.

• Stand outside in the sun at 12 o'clock.

• Do the same one hour later.

• Now my shadow is (longer/shorter)

• Find out why?

LO 4.2

207

Table 4.12

Use the balance and measure ....

Figure 4.17

1 tops are heavier than my rubber.

2. 5 tops are than my pencil, (lighter/heavier)

3. The rubber is than my pencil., (lighter/heavier)

4. My pencil is as heavy as

5. My pencil sharpener is than my rubber, (lighter/heavier)

6 tops measure the same as my pencil. They have the same mass.

LO 4.5

Table 4.13

• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my gar-
den

• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked flowers.

• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were

• Draw an apple:

from the top
from the side
from the bottom

LO 1.8

LO 3.5

Table 4.14

208

CHAPTER 4. TERM 4

• Everything has a shape.

• Can you see what these shapes are?

aboard

tree

9"'

ass

1 1

o

o

u u

tin

Figure 4.18

• Join the shape to its name.

• What do these look like from the top?

• Guess - will their shapes be the same?

Yes or no?

• This is what they look like from the top. Join them.

kj-

o
□

glass

tree

tin

cupboard

Figure 4.19

L0 3.1

L0 3.5

Table 4.15

209

X

/

,

cube/block

Y

Figure 4.20

• Draw the cube/block from the top.

• Draw the cube/block from the x.

• Draw the cube/block from the bottom.

• Discuss the shapes of the cube's/block's faces which you have drawn.

Choose one and colour it.

The faces are all the same shape.

The faces are all different.

Table 4.16

LO 3.1

LO 3.5

Table 4.17

Z7\

Figure 4.21

• This is a cube.

• It looks like a...

210

CHAPTER 4. TERM 4

Figure 4.22

• This is a sphere.

• It looks like a

• Complete.

The can roll.

The cannot roll.

The has corners.

The has no corners.

L0 3.1

LO 3.2

Table 4.18

• Draw:

a big cube

a small cube
a big sphere
a small sphere

LO 3.1

Table 4.19

4.2.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.2: We know this when the learner counts forward and backwards in;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

211

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in
relation to another (e.g. 'in front' or 'behind');

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower).

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.

4.3 Number Fun - Module 7 - 03 3

4.3.1 MATHEMATICS

4.3.2 Number Fun

4.3.3 EDUCATOR SECTION

4.3.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

3 This content is available online at <http://cnx.org/content/m31827/!. l/>.

212

CHAPTER 4. TERM 4

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Spring

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.

• Human Rights: Learners should be protected against poisons.

Activities around spring in nature:

counting to 50 and to 100;

counting back from 38;

counting in l's, 2's, 3's, 4's, 5's and 10's;

number concept 1 to 17;

bonds to 9, incidentally to 12;

+5 and -5;

shapes - characteristics of cubes, blocks and spheres;

position changes shapes;

time: days of the week, today, yesterday and tomorrow;

wordsums with money.

4.3.5 LEARNERS SECTION

4.3.6 Content

• Colour all the same shapes in the same colour.

(O

Figure 4.23

Complete.

213

o

circles

A

triangles

rectangles

a

squares

Figure 4.24

There are more than ....

There are less than

Complete.

L0 3.1

LO 5.2

L0 5.5

L0 5.6

Table 4.20

Figure 4.25

214

CHAPTER 4. TERM 4

Figure 4.26

• Draw 50 butterflies.

• Count the butterflies.

LO 1.1

LO 1.8

Table 4.21

17

/

V

-

-

-

V

/ 1

2

3

1

2

3

L

1 \

Figure 4.27

Tower 7 is (high or low)

Tower 17 is (high or low

Tower 7 is than tower 17.. (higher or lower)

Tower 17 is than tower 7.. (higher or lower)

Choose one and colour in.

215

Maklik! Moeilik! Oeps!

Figure 4.28

4.3.6.1 A mother and her babies

• Count the babies.

LO 4.5

Table 4.22

Figure 4.29

13 thirteen

• There are There are

Count the babies.

216

CHAPTER 4. TERM 4

Figure 4.30

14 fourteen
• There are

fish.

LO 1.1

LO 1.3

Table 4.23

• Write your own number sentence.

• Write them under the nests which have their answers.

• Only use these numbers and signs.

• Tell a friend how you did your sums.

2 3 5 7 +

3 + 5-7 = 1

Figure 4.31

217

LO 1.8

Table 4.24

Complete:

\L

fourteen

ooooo

ooooo

oooo

OOOO

oooo

10

eleven

oooo
oooo
oooo

Figure 4.32

LO 1.3

Table 4.25

218

CHAPTER 4. TERM 4

Count the grapes on the bunch.

IS

fiffc

een

Complete

10+1 =

10 + 3 =
10 + 5 =

10 + 4 =

Try th>

11-10 =
13-10 =
15-10 =

It- 10 =

Figure 4.33

LO 1.1

LO 1.3

LO 1.7

Table 4.26

• In my purse I have:

219

Figure 4.34

LO 1.5

Table 4.27

• Divide these flowers equally into the vases.

• Tell a friend how you did this.

220

CHAPTER 4. TERM 4

owers

Figure 4.35

• Draw 16 spiders.

• Draw seventeen ants.

LO 1.6

Table 4.28

LO 1.1

LO 1.3

Table 4.29

4.3.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

221

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one
attribute chosen for a reason (e.g. 'Sort crayons into colours.');

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.

4.4 Number Fun - Module 7 - 04 4

4.4.1 MATHEMATICS

4.4.2 Number Fun

4.4.3 EDUCATOR SECTION

4.4.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

4 This content is available online at <http://cnx.org/content/m31828/!. l/>.

222

CHAPTER 4. TERM 4

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Spring

• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.

• Human Rights: Learners should be protected against poisons.

Activities around spring in nature:

counting to 50 and to 100;

counting back from 38;

counting in l's, 2's, 3's, 4's, 5's and 10's;

number concept 1 to 17;

bonds to 9, incidentally to 12;

+5 and -5;

shapes - characteristics of cubes, blocks and spheres;

position changes shapes;

time: days of the week, today, yesterday and tomorrow;

wordsums with money.

4.4.5 LEARNERS SECTION

4.4.6 Content

One more

One less

11

11

13

13

15

16 sixteen

15

14

14

16

seventeen

16

12

12

Table 4.30

LO 1.3

223

Table 4.31

• Complete the numbers along the footpath.

r^M* • • • ^

2 3

-• • « *

Figure 4.36

LO 1.2

LO 2.2

Table 4.32

Complete the pictures. Begin with the tree and then do the apples.

224

CHAPTER 4. TERM 4

70*

■-:o

,5^20

80

K t

2 *6

50
• 55

4 * 12

£0- 5

60 ♦

. %

• «

Beqin

V

53 52 5| — « ioo

Figure 4.37

LO 1.2

LO 2.2

Table 4.33

Colour in the patterns on Thandi and Themba's mugs.

225

Figure 4.38

Figure 4.39

LO 2.3

LO 2.5

Table 4.34

• Play Ladders and Steps with a friend.

• Use a dice.

• Climb up the ladder [U+F023] .

• Run down the steps 3.

226

CHAPTER 4. TERM 4

55 SL 53

6S

6L '65 66 T 67

52 |5H 50
H

a cr i6 y g

Ik V -

4." 5 1 6 7

\L 13

8

Rtf

5 2L 33 32

25 26 27 28 29 30

Figure 4.40

LO 1.1

LO 1.3

Table 4.35

4.4.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100;

Assesseringstandaard 2.3: We know this when the learner creates own patterns;

Assesseringstandaard 2.5: We know this when the learner identifies, describes and copies geometric
patterns in natural and cultural artifacts of different cultures and times.

227

4.5 Number Fun - Module 8 - 01 5

4.5.1 MATHEMATICS

4.5.2 Number Fun

4.5.3 EDUCATOR SECTION

4.5.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Holidays

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able

Activities are designed around "Holiday Time". These consist of:

• number concept 1 to 19;

• counting activities in 2's, 3's, 4's, 5's and 10's

• halving and doubling to 20;

• wordsums;

• sharing;

• symmetry; - left and right sides;

• directions using a map;

• bonds of 10;

5 This content is available online at <http://cnx.org/content/m31833/!. l/>.

228

CHAPTER 4. TERM 4

• graph to show the sale of books and

• speed tests.

4.5.5 LEARNERS SECTION

4.5.6 Content

• Write your telephone number here.

• Use these numbers and the signs -f , - and = and make up your own number sentences.

Complete.

LO 1.8

Table 4.36

Figure 4.41

229

LO 1.9

Table 4.37

Complete the pattern on my handkerchief

A(o)

0¥¥0
DDAX DD

co/// Oco

Figure 4.42

LO 2.1

LO 2.3

Table 4.38

• Read the following weather guide .

Cape Town 20 oQ
Vredendal24 oQQ
Bloemfontein 1 8 oQQ
Durban 22 oQQ
George 1 5 oQQ

• Arrange the temperatures from the least to the most.

230

CHAPTER 4. TERM 4

Arrange the temperatures from the most to the least.

• Design weather signs for:

sunny snow
rainy cloudy

LO 1.4

Table 4.39

• Help the frog to get to the pond.

• Count the blocks and move right or left, or down , or up.

The first one has been done for you.

Beqin he

h ^T-i"

' "'-^P

(g^r i

Figure 4.43

1. Jump 3

2. Jump 4

3. Jump 4

4. Jump 6

5. Jump 2

6. Jump 4

7. Jump 4

8. Jump 1

9. Jump 1

10. Jump

blocks down,
blocks right,
blocks down,
blocks left,
blocks up.
blocks right,
blocks down,
block left,
block down.
blocks .

to dive into the pond.

231

LO 3.6

Table 4.40

4.5.6.1 A map of our town

Figure 4.44

• Draw the shortest route for Peter to his school. Use red.

• Draw the shortest route for Sally to the shop. Use blue.

• Draw the shortest route from the school to the church. Use green.

• Tell one another where the shortest routes are.

LO 4.5

Table 4.41

Write or draw an envelope here.

232

CHAPTER 4. TERM 4

Figure 4.45

The shape of the envelope is a (circle, square or rectangle).

Count the letters in the word, e-n-v-e-1-o-p-e letters.

Double the number of letters

Halve the number of letters

Which numbers come before the number of letters?

Which numbers come after the number of letters?

Group the number of letters into two's two's.

LO 1.4

LO 1.6

LO 1.9

L0 3.1

Table 4.42

4.5.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using
physical objects and drawings (e.g. using colours and shapes);

Assesseringstandaard 2.3: We know this when the learner eie patrone skep.

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

233

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-
dimensional shapes and three-dimensional objects in the classroom and in pictures.

Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a
member of a group or team) to move or place self within the classroom or three-dimensional objects in
relation to each other.

Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assesseringstandaard 4. 5: Assessment Standard 4.5: We know this when the learner estimates,
measures, compares and orders three-dimensional objects using non-standard measures.

4.6 Number Fun - Module 8 - 02 6

4.6.1 MATHEMATICS

4.6.2 Number Fun

4.6.3 EDUCATOR SECTION

4.6.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Holidays

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able

6 This content is available online at <http://cnx.org/content/m31836/!. l/>.

234

CHAPTER 4. TERM 4

Activities are designed around "Holiday Time". These consist of:

number concept 1 to 19;

counting activities in 2's, 3's, 4's, 5's and 10's

halving and doubling to 20;

wordsums;

sharing;

symmetry; - left and right sides;

directions using a map;

bonds of 10;

graph to show the sale of books and

speed tests.

4.6.5 LEARNERS SECTION

4.6.6 Content

4.6.6.1 The shops are having a sale

• Draw what you would like to buy.

RIO

RIO

RIO

RIO

Table 4.43

• How much money will you need? R

• The shop gives you a further discount of R5. You only pay R

Draw R5 in different coins.

LO 1.5

Table 4.44

Exchange these coins for smaller coins.

235

Figure 4.46

LO 1.5

Table 4.45

• Estimate (guess) how many bottles of paint are on the shelf.

• My guess is bottles.

Count the bottles.

236

CHAPTER 4. TERM 4

Figure 4.47

• There are bottles.

• One less:

• One more:

• Two less:

• Two more:

• Ten less:

• Complete the number line.

lo -- _- -_ -- -_ - - IT

Figure 4.48

LO 1.1

LO 1.7

LO 1.9

Table 4.46

237

4.6.6.2 Switch on the lights

Figure 4.49

Figure 4.50

LO 1.7

LO 1.8

Table 4.47

Count the presents.

238

CHAPTER 4. TERM 4

Figure 4.51

• There are eight presents.

• Write the number and number name again 18 eighteen

• One more than 18

• One less than 18

• Draw 18 bows.

LO 1.1

LO 1.3

Table 4.48

Figure 4.52

239

• There are

• Complete the number sentences.

+ = 10

5 + = 10

4 + = 10

3 + = 10

8 + = 10

1 + = 10

2 + = 10

10- 3 =

10- 9 =

10- 2 =

10- 5 =

10-7=

10- 1 =

10- 4 =

candles.

LO 1.1

LO 1.8

Table 4.49

• I want to decorate each room with bells.

• Draw the bells.

2 in each corner bells.

4 in each corner bells.

3 in each corner bells.

5 in each corner bells.

Completed + 2 + 2 + 2 = . 3 + 3 + 3 = . 4 + 4 +
4 = .

1 in each corner bells.

Table 4.50

LO 1.7

Table 4.51

240

CHAPTER 4. TERM 4

nineteen

/"MU

fifteen

/ II

eighteen

12

eleven

13

thirteen

\L

seventeen

15

ten -^____

16

twelve

17

fourteen

IS

sixteen

Figure 4.53

19

• Complete.
2 4 6

LO 1.3

LO 2.2

Table 4.52

4.6.7 Assessment

Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

241

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.

4.7 Number Fun - Module 8 - 03 7

4.7.1 MATHEMATICS

4.7.2 Number Fun

4.7.3 EDUCATOR SECTION

4.7.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Holidays

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able

7 This content is available online at <http://cnx.org/content/m31838/!. l/>.

242

CHAPTER 4. TERM 4

Activities are designed around "Holiday Time". These consist of:

• number concept 1 to 19;

• counting activities in 2's, 3's, 4's, 5's and 10's

• halving and doubling to 20;

• wordsums;

• sharing;

• symmetry; - left and right sides;

• directions using a map;

• bonds of 10;

• graph to show the sale of books and

• speed tests.

4.7.5 LEARNERS SECTION

4.7.6 Content

4.7.6.1 Books on the shelf in the shop

• Count.

nineteen

Figure 4.54

• Draw.

243

Figure 4.55

LO 1.1

LO 1.3

Table 4.53

4.7.6.2 We visit the bookshop

• These books are all on sale.

• Each book is marked R5.

1. Marco buys 3 books. He pays R

2. Sally buys 4 books. She pays R

3. Jim has R25. How many books can he buy? books.

4. Rob has R20. He may only spend half on books. How many books can he buy?
books books.

5. Mary has R30. She buys 4 books. She has R left over..

6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How
much change will he get? He will get R change.

7. How many books must the shop sell to make R100?

Count: 5 + 5 + 5 + 5

LO 1.5

Table 4.54

• Complete the graph.

244

CHAPTER 4. TERM 4

My graph on the sale of books

Marco

•

•

•

Sally

Jim

Rob

Mary

Sam

2 3 L 5 6 7 S

Figure 4.56

LO 5.5

Table 4.55

• Complete the numbers on the number lines.

• Complete the number sentences.

Figure 4.57

-2 =

- 4- 1 =

- 2 + 2 =
■ 1 - 1 =

2-3 =

-2-4 =

-3-4 =

4-3 =

245

10 II

Figure 4.58

10 + 6 + 1 =

10 + 3 + 3 =

10 + 7 + =

10 + 1 + 4 =

10 + 6 - 1 =

17-2 =

16-3 =

15- 1 =

14-4 =

13-2 =

LO 1.7

LO 1.8

LO 1.9

Table 4.56

• Discuss these activities.

• Mark the ones that take a long time, with 1.

• Mark the ones that take a short time, with 2.

• Colour in the pictures.

246

CHAPTER 4. TERM 4

Figure 4.59

LO 4.2

Table 4.57

• I share out my marbles among my friends like this.

• How many does each get?

247

L marbles among 1+ friends.

Each one gets marbles,

6 marbles between 2 friends.

00

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>get:

one qets marl

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one

gets

marbles

ble

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i gets

marbles

bk

% marbles among L friends.

5 marbles among 5 friends.

Each one gets marbles.

Each

one

gets

marble

Figure 4.60

LO 1.6

Table 4.58

• I share out my sweets among my friends.

• How many does each one get and how many sweets are left over?

248

CHAPTER 4. TERM 4

5 sweets among L friends.

7 sweets between 2 friends.

IfIm

#^

Each one gets sweets

and are left over.

Each one gets sweets

and are left over.

8* sweets among 3 friends.

5 sweets between 2 friends.

Each one gets sweets

and are left over.

Each one gets sweets

and are left over.

S sweets among 2L friends.

6 sweets among L friends.

Each one gets sweets

and are left over.

Each one gets sweets

and are leftover.

Figure 4.61

LO 1.6

Table 4.59

Complete the counting pattern and join the numbers, e.g. count in two's.

249

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Figure 4.62

LO 1.2

LO 2.2

Table 4.60

4.7.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

250 CHAPTER 4. TERM 4

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical
problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that
include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assesseringstandaard 4.2: We know this when the learner compares events in terms of the length of
time they take (longer, shorter, faster, slower);

Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display
and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or
stamps represent individual elements in a collection of objects.

4.8 Number Fun - Module 8 - 04 8

4.8.1 MATHEMATICS

4.8.2 Number Fun

4.8.3 EDUCATOR SECTION

4.8.4 Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not.
For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include
more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have
attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear
picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers
will complete the modules in less time than the slower workers. The educator should feel free to extend the
number range for the learners who are ready for it. The minimum requirements for the slow learners are
Modules 1 to 7.

Critical and developmental outcomes:

8 This content is available online at <http://cnx.org/content/m31841/!. l/>.

251

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment
and the health of others;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Holidays

• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able

Activities are designed around "Holiday Time". These consist of:

• number concept 1 to 19;

• counting activities in 2's, 3's, 4's, 5's and 10's

• halving and doubling to 20;

• wordsums;

• sharing;

• symmetry; - left and right sides;

• directions using a map;

• bonds of 10;

• graph to show the sale of books and

• speed tests.

252

CHAPTER 4. TERM 4

4.8.5 LEARNERS SECTION

4.8.6 Content
4.8.6.1 Symmetry

Figure 4.63

L0 3.5

Table 4.61

• Discuss the similarities between the 2 halves (left half and right half) of your body. If the 2 halves are
exactly the same we say they are symmetrical.

• Look around the room and find things that are symmetrical. Discuss these with one another.

L0 3.4

Table 4.62

253

O

Figure 4.64

Here is Peter.

Mark his left side with 1.

Mark his right side with r.

Colour the cube (block) to the left of Peter in red.

Colour the sphere to the right of Peter in yellow.

Colour the sphere behind Peter in green.

Colour his left side in blue.

LO 3.4

Table 4.63

• Complete the butterfly.

• Discuss whether the butterfly is symmetrical.

254

CHAPTER 4. TERM 4

eft

right

Figure 4.65

Colour the shapes that are symmetrical.

Figure 4.66

L0 3.4

Table 4.64

4.8.6.2 A maths race

• Play with a friend.

• See who is the first to write in all the answers.

• Change papers and mark each other's sums.

255

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LO 1.7

Table 4.65

256

CHAPTER 4. TERM 4

/

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Figure 4.68

• Draw the bell again.

• Count how many squares did you use for the bell.

• Colour it neatly.

squares.

• Count.

2,

3,
4,
5,

.,10,

15,

20,

25,

...., 18,
32, 36,

..,3

45

LO 1.1

LO 2.2

LO 4.5

Table 4.66

• Guess which shape is bigger? A or B.

• Count the squares in each shape to find out if you are right or wrong.

• Colour the shape that is bigger.

—

/

\

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V

/

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B

A

Figure 4.69

257

• I guess is bigger.

• A = squares. B =

• I was (right or wrong) .

squares.

A

B

Figure 4.70

• I guess is bigger.

• A = squares. B =

• I was (right or wrong) .

squares.

LO 3.2

LO 4.5

Table 4.67

• Draw 20 stars on the tree.

• Write the name and number name.

258

CHAPTER 4. TERM 4

Figure 4.71

• comes before 20.

• 20 is one more than

• 20 is ten less than

• Double 20,

• Halve 20,

LO 1.1

LO 1.3

LO 1.4

LO 1.9

Table 4.68

1 If I have 18 stars for 2 trees, I can hang stars on each tree.

2 I want to hang 12 stars on the tree but I only have 9 stars. I must get
more stars.

3 There are 11 stars in one packet and 5 stars in the other packet. Altogether there are
stars.

4 One packet of stars cost R5. For 3 packets I will pay R

5 How much change will I get if I pay with R20? R change.

6 I counted 34 stars on the trees. 5 stars fell off. There are stars left.

7 Count the stars:

9 + 2 + 3 + 4 =

LO 1.5

LO 1.7

Table 4.69

Complete.

259

16 +

17 +
IS +
R +
20 +

l-D

i-n
i-n

16 + 2= □

it+2-n
B + 2=n

I8 + 2=G

i7 + 2-n

18 + 3 = □

16 + 3 = □
l7+3=[ = ,
15+3 =□

Figure 4.72

/15

17-4- A 20-5= A 15-1= A

B-4- A 16-5= A "6-3= A

13-4= A 14- 5= A 12-1= A

14-4= A 13-5= A B-3- A

12-4= A 12-5= A n-2- A

Figure 4.73

/15

• Are you (Choose one and colour in).

260

CHAPTER 4. TERM 4

Happy? Very happy?

Figure 4.74

LO 1.7

LO 1.1.1

Table 4.70

• If the answer is more than 20, colour the shape green.

• If the answer is less than 20, colour the shape yellow

• Draw the face of the animal.

261

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V w

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si /\ L

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3k" 5

2)

Figure 4.75

LO 1.7

LO 1.8

Table 4.71

4.8.7 Assessment

Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: The learner will be
able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate
and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects
reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1
to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole
numbers to at least 2-digit numbers;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals
and change in rands and cents;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate
symbols, to solve problems;

262 CHAPTER 4. TERM 4

Assessment Standard 1.8: We know this when the learner performs mental calculations involving
addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques;

Assessment Standard 1.11: We know this when the learner checks the solution given to problems by
peers.

Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able
to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic
language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences
to at least 100.

Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe
and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob-
jects in a variety of orientations and positions.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical
two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.4: We know this when the learner recognises symmetry in self and own
environment (with focus on 'left', right', 'front' and 'back');

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in
relation to another (e.g. 'in front' or 'behind');

Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring
units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard measures.

URL: http://cnx.Org/content/collll26/l.l/

Module: "Counting"

URL: http://cnx.Org/content/m22347/l.l/

Pages: 1-6

Module: "Space orientation"

URL: http://cnx.Org/content/m22354/l.l/

Pages: 6-10

Module: "Recognizing differences"

URL: http://cnx.Org/content/m22397/l.l/

Pages: 11-16

Module: "Completing patterns"

URL: http://cnx.Org/content/m22398/l.l/

Pages: 17-19

Module: "Many and few"

URL: http://cnx.Org/content/m22399/l.l/

Pages: 19-24

Module: "The same number"

URL: http://cnx.Org/content/m22401/l.l/

Pages: 24-30

Module: "Counting objects"

URL: http://cnx.Org/content/m22410/l.l/

Pages: 30-39

Module: "Mathematics, Shapes and Patterns"

URL: http://cnx.Org/content/m22442/l.l/

Pages: 40-44

Module: "Number Fun - 01"

URL: http://cnx.Org/content/m31710/l.l/

Pages: 44-55

Module: "Number Fun - 02"

URL: http://cnx.Org/content/m31714/l.l/

Pages: 55-66

Module: "Number Fun - 03"

URL: http://cnx.Org/content/m31716/l.l/

Pages: 66-75

Module: "Number Fun - Module 3-01"

URL: http://cnx.Org/content/m31745/l.l/

Pages: 77-88

Module: "Number Fun - Module 3 - 02"

URL: http://cnx.Org/content/m31748/l.l/

Pages: 88-99

Module: "Number Fun - Module 3 - 03"

URL: http://cnx.Org/content/m31754/l.l/

Pages: 99-108

Module: "Number Fun - Module 4-01"

URL: http://cnx.Org/content/m31779/l.l/

Pages: 108-120

Module: "Number Fun - Module 4 - 02"

URL: http://cnx.Org/content/m31786/l.l/

Pages: 120-131

Module: "Get clever with numbers - 01"

URL: http://cnx.Org/content/m31789/l.l/

Pages: 133-140

Module: "Get clever with numbers - Module 5 - 02"

URL: http://cnx.Org/content/m31790/l.l/

Pages: 140-150

Module: "Get clever with numbers - Module 5-03"

URL: http://cnx.Org/content/m31792/l.l/

Pages: 150-160

Module: "Get clever with numbers - Module 6-01"

URL: http://cnx.Org/content/m31796/l.l/

Pages: 160-172

Module: "Get clever with numbers - Module 6-02"

URL: http://cnx.Org/content/m31797/l.l/

Pages: 172-184

Module: "Get clever with numbers - Module 6-03"

URL: http://cnx.Org/content/m31799/l.l/

Pages: 184-191

Module: "Number Fun - Module 7-01"

URL: http://cnx.Org/content/m31804/l.l/

Pages: 193-202

Module: "Number Fun - Module 7 - 02"

URL: http://cnx.Org/content/m31825/l.l/

Pages: 202-211

Module: "Number Fun - Module 7 - 03"

URL: http://cnx.Org/content/m31827/l.l/

Pages: 211-221

Module: "Number Fun - Module 7 - 04"

URL: http://cnx.Org/content/m31828/l.l/

Pages: 221-226

Module: "Number Fun - Module 8-01"

URL: http://cnx.Org/content/m31833/l.l/

Pages: 227-233

Module: "Number Fun - Module 8 - 02"

URL: http://cnx.Org/content/m31836/l.l/

Pages: 233-241

Module: "Number Fun - Module 8 - 03"

URL: http://cnx.Org/content/m31838/l.l/

Pages: 241-250

Module: "Number Fun - Module 8 - 04"

URL: http://cnx.Org/content/m31841/l.l/

Pages: 250-262

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